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Excellence Through Equity: Challenges Before Higher Education in India

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Excellence Through Equity: Challenges Before Higher Education in India International Journal of Educational Planning & Administration. ISSN 2249-3093 Volume 4, Number 1 (2014), pp. 67-77 © Research India Publications http://www.ripublication.com Excellence through Equity: Challenges before Higher Education in India Dr. S.N. Misra* and Dr. Monalisa Bal** * Prof. Economics & Law, KIIT University **Chairperson, KIIT International School Abstract: The Twelfth Plan has highlighted expansion, equity and excellence as the major concerns in higher education. India has witnessed significant increase in Gross Enrolment Ratio and inclusivity through affirmative action. However persistent disparity exists across States, Religious Minorities and Backward Castes. A proactive state initiative to look at education in a holistic manner, revamping the regulatory character, augmentation in allocation can foster excellence while improving equity through higher access of disadvantaged segments of the society. There is also a need harness best entrepreneurial energies to the cause of higher education. Introduction: There has been a humongous increase in enrolment in Higher Education since independence and proliferation, in particular, of private sector technical institutions in recent years. After the Kothari Commission (1986) and National Policy on Education (1992) no new education policy in higher education has been enunciated during the last three decades. The 12th Plan has highlighted Access, Equity and Excellence1 as the three cornerstones of higher education. The phenomenal growth in access to higher education to education cuts across in States, religion, gender thereby increasing the Gross Enrolment Ratio from 10% in 2000 to around 18% by 2012-20132. The 12th plan aims to increase GER to 25% by 2017. This paper attempts to bring-out the significant milestones in-terms of access and equity in higher education while flagging the ‘Disparity Index’ in terms of Inter-State, Gender, Rural-Urban and Religious Group divide. A case study has been cited to 1 12th Plan Document 2 Annual Report 2012-2013, HRD Ministry, GOI 68 Dr. S.N. Misra and Dr. Monalisa Bal demonstrate how excellence in higher education can be achieved through affirmative action. Constitutional Provisions & Amendments: The Constitution mandates Equality before Law within the territory of India (Art 14) and Equality of Opportunity in matters of public employment. It forbids discrimination on grounds of religion, race, cast, sex and place of birth (Article 16). Right to Education, Art 21(A) is a landmark additions to our Constitution vides 86th Amendment (2002) which guarantees “free and compulsory education to all children of the age of 6 to 14 years”. The founding fathers, noting the historic injustice to backward communities like SC & ST in terms of economic deprivation, provided reservations in appointments and posts for SC & ST (Art 16(4)). The scope was further amplified in vide the 77th Amendment Act (1995) and 85th Amendment Act (2001) by inserting Art 16(4A) and 16(4B) which provides for reservation in matters of promotion also. The affirmative action by the government find further reflection in Art 335 where for bolstering the claims of ST & ST to posts, relaxation in qualifying marks in an examination has been permitted vide 82nd amendment of the Constitution. The Supreme Court of India has viewed such discriminatory policy in terms of promotion as not violative of Art 14 of the Constitution in M. Nagraj Vs. Union of India Case (2006), over-ruling the earlier judgment in Indira Sawney Vs. UOI (1993). The Directive Principle of State Policy vide Art 46 enjoins upon the state to “promote with special care educational and economic interest of the weaker sections of the society”. It would be interesting to contrast the position in USA where there is no constitutional support for positive discrimination for deprived sections of society like the Blacks and the Hispanics. Though the Civil Rights Act 1964 aims at rooting out negative discrimination, US judges increasingly un-favour affirmative action3. Position on Access to Higher Education: It would be important to note that the number of universities has gone up more than six times in the last four decades i.e. from 103(1971) to 659 (11-12) with CAGR of 4.6%. This increase is particularly significant after the entry of private sector in a big way from 2001-2011 when the number has gone-up from 256 to 651 in the span of a decade. The student enrolment has grown by CGAR of 6.4% from 1971-2012 i.e. 2 million in 1971 to 26 million in 2011-2012. The Gross Enrolment Ratio has also increased from 5% 1971 to 17.9% during 2011-2012. In terms of absolute number of student enrolment, India ranks 2nd globally behind China which has an enrolment of 29.3million. USA ranks 3rd with 19.1million with GER of 95%. 3 Article on Consequences of Affirmative Action in US Higher Education - A Review of Recent Empirical Studies by THOMAS E WEISSKOPF in Economic and Political Weekly December 22, 2001 Excellence through Equity: Challenges before Higher Education in India 69 While the growth enrolment to colleges and universities is significant, there are multi dimensional inequality in access to higher education as brought in the table below. Table – 1: Equity in Access to Higher Education : Multi Dimensional Inequality Grouping 1999-2000 2007-2008 Population Share SC 5.1 11.6 16 ST 6.4 7.7 7 MUSLIM - 9.6 13 OBC 7.1 14.8 27 National Average 10.1 17.2 100 Source – NSSO Data It would thus be seen from the above that while there has been in improvement in access to education by different population grouping; the SC, ST & Muslims do not have access to higher education commensurate with their population share. The OBCs are likely to improve their share with 27% reservation for them. The Muslims, on the other hand, seem to be significantly lagging behind despite implementation of Maulana Azad Fellowship Scheme and increase of the MAEF corpus to Rs.910 Crore during 13-14 as a follow-up to the Sachhar Committee Report (2006)4. Interestingly different regions of India show a varied picture in terms of access to higher education. Southern States lead the pack; while apathy rules the roost in Central and North-Central India as the following table would reveal. Table – 2: Access to Higher Education: Inter Region Region SC/STs Muslims Hindus OBC Hindus Upper Level South 7 8 12 26 North 7 7 11 26 North-Central 4 3 6 20 Central 3 5 6 25 Western 5 7 9 25 North-Eastern 3 3 6 13 Source – NSSO Data The above position has been graphically explained as under-5 4 Social, Economic and Educational Status of the Muslim Community of India Prime Minister’s High Level Committee Cabinet Secretariat Government of India November, 2006- A Report by Rajinder Sachar Committee 5 Higher Education in India: Twelfth Five Year Plan (2012–2017) and beyond FICCI Higher Education Summit 2012 70 Dr. S.N. Misra and Dr. Monalisa Bal Gross Enrolment Rates and Global Comparison: International Comparison of GER highlights the fact that India lags behind its global peers in terms of enrollment. Excellence through Equity: Challenges before Higher Education in India 71 Source: World Development Indicators, World Bank, UNESCO: Global Education Digest 2011 Further a comparison of India’s GER, HDI and Public expenditure on education as % of GDP vis-à-vis a few developed and developing countries bring-up the following disquieting picture. Table-3: GER, HDI & Public Expenditure % on Education Country GNI GER HDI Public Expenditure as % of GDP USA 52308 95% 0.914 5.6 UK 35002 61% 0.892 5.6 Germany 43409 57% 0.91 5.1 Japan 36747 60% 0.89 5.6 France 36629 51% 0.88 3.8 Russia 22617 75% 0.778 5.9 Korea 30345 100% 0.89 4.1 China 4477 35% 0.79 3.7 India 5150 23% 0.586 3.3 Source: HDR -2014 72 Dr. S.N. Misra and Dr. Monalisa Bal It would be seen from the above that India needs to catch-up very substantially both in-terms of GER and Human Development to be considered a ‘Breakout’ Nation. The paltry allocation to education (3.3%) needs to be up-scaled to at-least 5% to significantly improve the infrastructure facilities and quality of teaching particularly in state run and private universities. Equity in Higher Education: There is wide disparity in terms of rural urban, gender and communities and the position is brought out as under: Source: Eleventh Five Year Plan: Chapter on Higher and Technical Education, Twelfth Five Year Plan: Chapter on higher education, UGC Report: Issues related to expansion, inclusiveness, quality and finance November 2008 Special Initiatives for OBCs & Low Income Families: Post Mandal Commission: The Government has increased the intake capacity of Central Institutions to provide for 27% reservation for OBCs without affecting the number of General Seats Excellence through Equity: Challenges before Higher Education in India 73 Merit-cum-Means Scholarships were started in 2008—09 for students who are in 80th percentile and above from different school boards and have family incomes of less than INR0.45 million per annum Since 2009—10, the Central government has begun providing full interest subsidy loans during the moratorium period to students whose annual family income is less than INR0.45 million The budgetary allocation for major programmes in higher education like RUSA and TEQUIP and allocation towards financial aid for students of lower income families is given below. Table-4: Allocation against Major Programmes (Rs. Cr.) Programme 2012-13 2013-14 % of 2014-15 % of (Actual) (RE) Change (BE) Change 1.RUSA - 240 - - - 2.TEQIP 188.6 433 229.5 450 3.9 3.Financial Aid 115.4 195.2 69.1 232.6 19.1 (a) Interest Subsidy - 1722 - 2081 20.8 (b) Scholarship 115.4 230 99.3 248 7.8 4.
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